essay on nursing clinical experience

Keeping a Positive Outlook: My Clinical Experience as a Student Nurse 

Submitted by Ashley P. Cohen, Student Nurse, Massachusetts College of Pharmacy & Health Sciences School of Nursing, Class of 2011, Boston, MA.

Tags: clinical clinical experience health care nursing students preceptorship student nurse

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An attitude is an important thing. It can shape the way the individual sees an experience and how observers see the individual. An attitude can entirely make or break an experience. This is as true in clinical experiences as it is in life. My experience in my senior year clinical preceptorship was without a doubt unique but I feel its uniqueness was in what I made of it, something every nursing student can do for themselves. If there is one lesson to gain from reading about my experiences it should be that the success of a clinical, whether a preceptorship or group experience, is entirely what the student makes of it.

My first day I walked into the ICU and almost ran right back out, thinking “Get me out of here!” It was a 10 bed unit, the traditional glass ICU room doors, two crash carts at either end of the unit, patient charts seemingly everywhere, precaution carts, glucometers, IV poles and pumps, doctors running into the room at the end of the hall, telemetry monitors beeping and spitting out rhythm strips. Little did I know these sounds and sights would eventually become more calming than frightening. I kept thinking to myself how was I, a student, going to handle a clinical placement on this floor? My last medical surgical clinical had been the previous summer, it was now March, how could I possibly remember the necessary skills to be ok here? What if I forgot the important skills? I had been in the same group of large Boston teaching hospitals for every other clinical experience, now I found myself in a small 95 bed suburban hospital. “A Paper chart… this hospital uses paper charts?” was another of my first impressions. I met with my preceptor, a nurse with 30 years experience. I was intimidated. She let me know that I would work towards covering her patient load, with her supervision of course. I would also be expected to know my dosage calculations and all of my medication facts; she let me know that “robot nursing” was not how we would handle things. Nurses around the floor began to tell me that she had taught many of them and that she was tough but I would learn a lot. To a new student this was reassuring but hearing that she was nicknamed “sarg” only added to my mounting fears of this experience.

On my first day we met at the patient assignment board to receive report from the night shift charge nurse. She methodically went through each of the patients on the board, “Patient presents to emergency department unresponsive…” “Patient intubated and heavily sedated…” “Patient on Cardiezem drip” “Patient in septic shock, treating with Xigris drip.” Hearing this certainly didn’t help my nerves. My first patient was on a ventilator, in congestive heart failure and acute respiratory distress syndrome (ARDS). We went into the room and my preceptor told me to “get started.” I froze. Then, suddenly it came to me, “we always assess first,” and I did my head to toe assessment.  I remembered this from one of my first nursing classes, Health Assessment. “Ok” I thought, “I remember how to do this.” My preceptor let me know I forgot the check pedal pulses. “Darn” I thought, how could I forget something like that? My preceptor reassured me, it was my first time doing a full assessment in a while, and forgetting one thing was “not a big deal.” As the day went on she allowed me to complete more and more tasks. We went to get 8 am medications; she quizzed me on each of them. By 11 am I was deep suctioning my patient on the ventilator. I was learning ventilator settings, what was PEEP, PIP, Ftot, Fi02, VT, VE, and what the numbers that went along with each meant physiologically. I also began to learn what each of these numbers meant for my patient’s health. Little did I know that five days later I would be extubating this patient as his family moved him to comfort care only. Little did I know that later that same day I would be performing the post mortem care on this patient. I learned quickly that I would need to adjust to the pace of the ICU, as I had to adjust to every other floor I was on for clinical. Each floor has its own pace, its own rhythm, and as a student we must become a part of the flow, not obstruct it or try to work against it.

Another patient I had during my experience was a woman with COPD who was in end stage heart failure. She was another ventilated patient, slowly I was becoming really good with these ventilators. I wasn’t messing up on my head to toe assessments. I could fill out those seemingly silly paper charts. I was figuring out where to find things in the supply room. After a another few days my patient was able to be extubated. As she began to gain consciousness a lively 70 year old woman came from someone who had been a living version of my anatomy book on the bed. She would eventually tell the nurse and me that she wanted to be moved to comfort measures only and hospice home care. She let the nurse and I know that she wanted to go home to smoke and drink her vodka until she passed away in peace. I learned that we don’t always like our patient’s decisions, but we must respect them.

One of my last patients was a man in severe septic shock; a complication of a prostate biopsy. He had what seemed like ten medications going in IV lines at any given time, not including all of the fluids they were piggybacked off of. He had two peripheral IV sites as well as a right internal jugular central line for his infusions. A problem came up however; he wasn’t putting out any urine. At one point his input was somewhere around 1600ml to a 15ml output, his output became a huge cause for concern, someone being fluid resuscitated and not putting out urine, I began to wonder about his kidney function. Another part of my education I began to appreciate, all of my classes were coming together, I was thinking systematically. I watched as a team of nurses and doctors tried to save this man’s life. We ran blood cultures times what seemed like a million, a urinalysis, ultrasounds of the heart and kidneys, EKGs, CPK/Troponin levels, serum blood levels, and electrolyte levels among other things. Then I began to hear my preceptor say “start the bicarb in the distal port” “what is his output?” “let’s get him on the cooling blanket” “get a set of vitals,” I was being actively involved in this critical patient’s care. Although I was petrified I kept a positive and open attitude. I thought, “I can do this, I have been here for four weeks, I know how to do this.” I was practicing skills I had learned back in my old, at the time outdated, basement nursing lab. These skills I thought were long lost somewhere in my memory were coming back to me, just as the cliché says, like riding a bike.  As unprepared as I had felt going into this clinical experience I slowly began to realize that I was prepared and I did know what I was doing.

Knowing what I was doing surprised me. How could a few labs and clinical placements on an orthopedic floor, a labor and delivery floor, a detox unit, and a general psych floor help me be prepared for the acuity of patients on an ICU? I couldn’t believe it. Every single clinical experience, every single lab, and every single clinical simulation helped. The smallest skills I learned in clinical and lab, those skills that seemed so easy that I wondered if the professors were questioning my mental capacity, became the skills I used on a regular basis, the ones that made the biggest difference in my practice. You think making a bed is so easy? Try doing it with a six foot, five inch man who weighs 250lbs and getting the sheets straight because he’s sedated and you don’t want to risk skin breakdown. You think oral care is a joke to be learning about in lab? Tell that to the patient with oral candidiasis who wants nothing more than a swab to keep his mouth comfortable. These little things make an enormous difference to even the most complex patients. Again, the attitude in learning these skills should be a positive one. You want to provide your patients with the best care possible, in order to this you must start by practicing the best possible skills in clinical, lab, and preceptorships. Every day in clinical presents a new challenge, you will come upon things you didn’t even know you were afraid to do, but with the help and guidance of a preceptor or clinical instructor, you will get through the experience and be better for it. You should seek out these challenges, and do what scares you. If it scares you now imagine what the feeling would be when you have that “RN” or “LPN” at the end of your name, those little letters making you responsible for your patient’s care. As students we need to advocate for ourselves, gaining as many experiences as possible before we graduate and are on our own. Expose yourself to as much as possible. If a nurse down the hall has a patient getting a procedure done, ask to watch. If another nurse’s patient needs a dressing change, ask to do it! Be determined, remember to wake up thinking “I get to practice for my career today,” don’t go in with the “ugh, I’m tired, why do I have to be here” attitude. Remember that your education is your choice. Nobody will force you to attend clinical, sure there are consequences for not going, but ultimately the decision to be in school and to attend clinical is the student’s.

We all get tired, we all have challenges outside of school, but with a positive attitude about learning and a little determination to succeed we can all get through any clinical experience, learn a great deal from it, and enjoy the learning. I can’t say it enough; any clinical experience will be what you make of it. Two students in the same clinical group can have incredibly different experiences if one goes in positively and the other negatively. Nurses will notice who the students are that want to learn, they will seek you out to teach you if they think you want to be taught. There will always be the one intimidating, scary, or “grumpy” nurse on the floor. From my experiences I have learned that they usually can be won over if you show them that you are a serious student, there to learn from them, not to judge the way they practice. If nurses notice that you are just stuck on autopilot, doing only what is absolutely required of you in clinical, they won’t have an interest in teaching you, and why should they?

They say life is what you make of it, well, it is my opinion that the same is true for clinical and preceptorship experiences.  The more you as a student advocate for yourself, the more experiences you gain exposure to, the better nurse you will be. You will be more prepared for your eventual practice and feel more comfortable joining the professional world. Remember that you are more prepared for clinical than you think. You will make mistakes, we all do, nurses with years of experience still make mistakes. The important thing to do is look at your mistakes, learn from them, and move forward. Keep a positive attitude and realize that you are learning. Never be afraid to try a skill again just because you made a mistake, you should in fact force yourself into this experience again, so that you know you can do it. It would be hard to find a nurse who didn’t miss trying to insert a catheter, but with practice we all become comfortable with it. You didn’t stop trying to walk after your first fall, did you? Skills will come with time and practice. You will be scared; there will be days you want to quit. There will be days you will question if nursing is for you. Over time these days will become few and far between, and you will feel the rewards of nursing. A patient’s thanks and appreciation will make all the hard work worth it. In regards to mistakes, my preceptor had this to say for all students, “It’s the learning curve, none of us (nurses) are expecting you to be perfect, we’re just expecting that you try your hardest and show us you want this.” So remember, we’re students, not super heroes, we won’t be perfect, but with a positive attitude, we can make any experience a great and rewarding one.

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Whenever someone hears I am studying to be a nurse, the first topic they poach me with is ‘clinicals’. To quickly clarify what exactly nursing clinicals are, it is important to note how essential this practice is to any nursing school curriculum. Upon graduating from a four-year accredited nursing school and the passage of your licensure exam, a newly registered nurse is able to obtain employment to practice professionally in a healthcare setting. This rapid transition is made almost entirely legitimately possible through clinicals. Clinicals are when students, usually in groups of 6 or 7, go to a professional nursing setting and work with an employee instructor in order to learn about a specific area of care. Through this experience under the guidance of licensed and working nurses, students can take the knowledge they are tested on in the classroom and now apply it in real situations with real patients. 

Depending on how far you are within the program, clinicals vary greatly in the number of days a week they take place with each shift ranging from 8 to 12 hours. They require both early and late hours, some starting at 7:00 am (meaning you have to wake up at 5:00 am to get ready for the day and be at your site in proper time before your shift starts) and others ending at 11:00 pm at sites a bit of a distance from Penn’s main campus. My Sunday shift has honestly been a little hard as I don’t get a typical restful Sunday and instead have to plan my time correctly in order to have a low-key day another time during the week. However, through Penn’s longstanding relationships with so many renowned hospitals, clinics, or research facilities, no matter what the sacrifice may be for the students, personally the rewards completely outweigh them in the end.

My first clinical was on Sundays from 7:00 am to 3:00 pm at the Einstein Hospital system up in northern Philadelphia. Not my first choice, having to wake up at 5:30 am to be at the site on time at 6:30 am for the change of shift, but alas not everyone can get the Hospital of Pennsylvania 7:00 am to 3:00 pm shift on Tuesdays. Eventually, students are rotated through various sites so they can see and feel the difference among the different types of care.

So far, I have been through three clinical rotations and I have already learned so much. From being in the neonatal intensive care unit with little infants to being on the postpartum floor with new mothers, to finally experiencing a live birth in the labor and delivery unit, it has been quite the first few shifts. The most exciting rotation by far has been my most recent shift, on the labor and delivery floor. Here, the nurses on duty were so amazing at explaining everything going around us. I learned all about the pathophysiology of my patient with gestational diabetes and had the opportunity to see the documentation aspect that is so critical to the proper care of all patients. This particular Sunday began rather slow and at first, my nurse was worried I wouldn't see much that day. However, just as she was saying this, the operating room needed to be prepared for a mother about to deliver twins. My nurse immediately had me follow her and scrub up to help prepare the operating room with other nurses. The mother was soon brought in by the physician and everything that followed happened smoothly and swiftly. Without any complications, the young mother soon had two baby girls and I was in awe of all that occurred. As my first live birth experience, it was truly breathtaking.   

Out of everything that was happening simultaneously, the thing I was impressed with the most was the professionalism and care in each of the nurses and physicians in the room. From the moment the mother’s bed was rolled into the room, the staff was there for her to make her feel comfortable and to give her a sense of security. She was about to give birth to twins and there is so much stress and anxiety that comes along with giving birth to one child, not to mention two. The nurses, physicians, and techs were there for her the whole time. Words of encouragement and inspiration were given. The tone of voice was authoritative but also kind and caring. I could tell the number one thing on everyone’s mind was a safe and happy delivery, the professionalism was breathtaking and really captivated my attention as the day continued. This experience was unlike any health experience I had been a part of before and it's one I will never forget. I can only hope to one day emulate those nurses and be as that present and of a comforting spirit as they were for that young mother.

Welcome to my life at Penn! My name is Sophie and I am in the School of Nursing on track to receive my Bachelor of Science in Nursing. I truly have a passion for innovation in the healthcare field, particularly improving patient outcomes both from a hands-on perspective as well as through the administrative side. On-campus, I am involved as a member in our campus’s chapters for Camp Kesem and Best Buddies, a general body member of Student Nurses at Penn, an Innovation and Impact committee member for the Wharton Undergraduate Healthcare Club, as well as an active member for my sorority, Chi Omega. 

How to Write a Nursing Reflective Essay (Guide for Nurse Students)

If you are a nursing or medicine student, you are aware that you will come across or have already come across assignments requiring you to write a nursing reflection essay. At first, such a task always appears challenging, but given the understanding of the steps, things flat out, and you can write reflective essays and get better grades.

Reflective practice is highly encouraged in nursing. Reflection entails making sense of situations, events, actions, and phenomena in the workplace.

As a nursing student, you will be asked to write a reflective essay on your clinical placement, practicum, shadowing experience, shadow health DCE activities, personal nursing philosophy, why you want to become a nurse, nursing program, ethical dilemma, knowledge, skills, and abilities, systems, and processes.

The easiest way to complete the reflective essay assignment is by first determining what reflective writing entails, its significance, its steps, and some of the best tips that form the core of this ultimate guide.

Basics of Reflective Writing in Nursing

Reflective writing is an analytical writing practice where the writer describes a real or imaginary event, scene, phenomenon, occurrence, or memory, including their takeaway. It entails the critical analysis of an experience, including recording how it has impacted you and what you intend to do with the new knowledge or how to act when such an occurrence recurs.

As you document the encounter, you can use first-person pronouns and write subjectively and objectively. This means that you can decide to either use personal experiences alone or support these experiences using citations from scholarly sources.

When writing a reflective essay in nursing, you must recount the events and give critical detail of how the events shaped your knowledge acquisition. Reflection helps nursing students develop skills in self-directed learning, which is directly associated with high motivation and improved quality of care .

In most cases, reflection occurs on what went well and what went wrong. It could be a successful operation, a thank you note from a patient, a patient who regained their health faster, or a new nursing care plan that worked. However, it can also be about adverse events such as death, postoperative complications, death of an infant at birth, dissatisfied patient, medical error, or a failed procedure.

As a nursing student, when you learn to reflect on situations, you grow to become a professional nurse who diligently does their noble duty.

When writing a reflective essay, you begin by setting the scene (explaining what, where, how, and who-the situation), detailing how you felt (emotional state), why it happened (making sense of the situation), critical review and development of insights, a note on what was learned, and strategies to address future recurrence.

Your professor may ask you to write a nursing reflective paper about various topics in your course or your experience working in a group, how you solved a problem, a healthcare issue, or clinical practice. Consider the following example of a reflective statement in nursing; in my clinical practices, I realized I focused more on the technical aspects but failed to explain what it was doing to improve their health. I would like to understand more about listening to patience and their concerns to better care for them.

As you will notice later, these reflective stages are structured into different reflective models and frameworks that we will explore in-depth. So, with the understanding of what comprises reflective writing and its importance in nursing, let's now get solid on the structure.

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Structure of a Reflective Essay in Nursing

A reflective essay is an analytical writing piece describing and evaluating encounters or experiences. When asked to write one, you should know that an excellent reflective essay consists of different parts, just like a typical academic essay. It comprises the cover or title page, introduction, body paragraphs, conclusions, and a references page.

The title page contains information about the assignment. If you are writing the reflective essay in APA, include these on the title page:

• Title of the reflective essay
• Course code and name
• Instructors name
• Name of your institution
• Date of submission

When writing in Harvard format, the title or the cover page will consist of the following:

• Title of the essay in title case and the page number (upper right margin),
• Title of the essay in CAPS,
• Name of class or course,
• Name of the instructor,
• Name of your school,
• City and state where your school is located and,
• The date of submission.

Introduction

The introduction begins with an attention grabber or a hook sentence to attract readers' attention. It should then explain the essay's purpose and signpost the ideas that will come later in the essay. The introduction also has a thesis statement at the end of the paragraph- the last sentence. The thesis is concise, clear, and relatable and should reflect your position.

Body Paragraphs

The body paragraphs of a reflective essay can be three or more, depending on the length of the essay. Essentially, the body comprises 80% of the total word count.

The first paragraph is where you describe the situation, including the events, why they occurred, how they occurred, and those involved.

The second paragraph entails your personal feelings or reaction to the situation and how it made you feel.

The third paragraph can include making sense of the situation. You have to think about why things happened the way they did. You should also critically review and develop insights based on the situation. Finally, think of the factors that could have influenced the situation.

The next paragraph should explain how the event or situation will change your practice, approach, decisions, perspective, or perception. This is where you evaluate the experience by detailing the knowledge and skills you took from the experience.

The last body paragraph should entail a critical reflection on the learning opportunities. First, describe the situation and what it made you learn. Next, elaborate on how you intend to make yourself better poised to address such situations.

Mostly, you should structure the body of your essay as per the preferred nursing reflective model.

After everything else falls into place, you need to summarize the information you presented in the essay. Then, finally, restate your thesis and have a call to action to bring a sense of closure to your readers.

Steps for Writing a Nursing Reflection Essay � The Guide

When assigned to write a reflective essay for your nursing class, here are the surefire steps to get you to success.

Read the instructions

The first step after receiving an assignment is to begin reading the instructions. as you read, note what your instructor or professor expects in the paper you will submit for marking.

Reading instructions helps you to get informed on the scope of the paper, word count, number of references and pages, and the formatting style to use.

Besides, you also get to plan your paper with the deadline highlighted in the instructions.

You need to get a conducive environment where you can start writing.

The first step of writing is to brainstorm about situations during your clinical hours when you were shadowing a Nurse Practitioner or one you have read about.

Assess whether the situation or scenario you have thought, encountered, or chosen can help you write a reflective essay that meets the requirements.

Research and Plan

After choosing a scenario, the next step is researching the best reflective model.

You can use your class text, the instructions, the college library, course readings, and online nursing journals to get articles and resources with information about specific reflective models.

Select the best reflective model and take notes on the steps it entails.

As you research, write down notes on how to address your paper based on your selected framework or model of reflection . Additionally, research nursing journal articles with information you can use when critically analyzing a situation.

Plan how you will handle the paper as well. For instance, as you research, develop a thesis statement that grounds your entire paper, then draft an outline on how to develop the thesis.

Write an Outline

Outlining is a crucial aspect of writing. It helps you envision how you will meet the objective of writing a reflective essay. As an essential part of the essay writing process, outlining helps create a good flow of ideas and can come in handy in helping you overcome writer's block. Your outline should comprise the following:

• The hook or attention grabber
• Thesis statement
• Main points of each body paragraph (topic sentence, evidence, examples, illustrations, etc.)
• Conclusion (restated thesis and call-to-action)

With the outline done, you should take a break and resume writing your first draft of the nursing reflection essay. Writing with an outline helps avoid mistakes and also helps you write faster.

Describe the Experience

Once you have identified the relevant experience, begin describing it chronologically.

Describe the experience that prompted you to consider nursing your ideal career goal. Think of this experience's key elements, such as the setting, patient demographics, and significant events that impacted you.

Show how these events changed your perspective on life. Ensure you are as descriptive as possible to paint a clear picture for readers.

Consider the following questions to come up with a good description:

• What happened?
• Was there someone involved? If yes, what part did they play?
• Where did the event take place?
• What actions did you take?

Set the context of this experience by giving relevant background information. Ensure you are objective and pay attention to the facts.

Provide a Reflection

Talk about your feelings and thoughts concerning the particular experience you went through. You have to be honest and open up about your initial expectations and challenges you faced at each stage of the experience. The following questions can help you come up with a good reflection:

• What was I trying to achieve?
• What prompted me to act the way I did?
• Are there any consequences for my actions? If yes, what are they?
• How did I feel about this event as it was happening?
• How did those around me react to it?
• How do I know how those around me felt about it?

Analyze the Experience

Description of an experience is essential, but so is analysis. You have to move beyond the surface and give a critical analysis of your experience.

State your actions, and your overall experience will give insights into your experience. Think of how the experience has impacted your actions, feelings, and thoughts.

Give an Evaluation

Evaluate the skills and knowledge you got from the experience. Show how you can apply these skills and knowledge in your nursing practice. Also, state the actions and interventions you took during the nursing experience.

State whether you achieved the desired outcome and if there are any specific areas that you need to improve on.

Talk about how you built or improved skills like communication, teamwork, and critical thinking.

As you evaluate the experience, identify what you believe to be your strengths and weaknesses in the nursing experience. What have you learned from the experience? State the areas where you excelled and what abilities contributed to your success.

Talk about how those you were with during the clinical experience complimented you. Similarly, acknowledge your weaknesses.

What kind of mistakes did you make, and how did you improve them? Talk about the tasks that drain you most during the experience.

Illustrate Learning

Demonstrate elements of deeper thought and reflection levels. This is a great point to include nursing theories in your reflection essay to support analysis of your experience.

Relate your experiences to the theoretical frameworks you were taught in class. This is effective learning and will demonstrate your ability to apply knowledge to real-life nursing situations.

Doing this will also show that you can effectively deduce different things from observations made during the reflection process.

Ensure you also demonstrate a change in perspective, as this will prove that you learned something from the experience.

Write Your Conclusion

Conclude by summarizing your points and highlighting the lessons learned.

The lessons you reached as part of your reflection should support your overall conclusion.

Also, restate your thesis statement.

Come Up with an Action Plan

Now that you have learned from your reflection develop an action plan for future nursing practice.

This part should contain all the details you have learned and actions needed to improve when faced with a similar situation. Consider the following questions:

• What would I change if faced with a similar situation?
• How can I develop the necessary skills needed to face this situation?
• How can I act differently in a similar situation?  

Ensure you identify areas to improve and set realistic goals to enhance your nursing skills. Discuss how you intend to seek additional education, training, or mentorship to address your shortcomings.

Finally, end the essay with a happy note so readers know you learned something from the experiences.

Proofread, Edit, and Polish

After doing your first draft, take a break to relax and get out of the writing mood - it helps you to become objective.

You can then resume reading out loud to yourself, make necessary tweaks, and ensure that every part you include meets the rubric requirements.

Edit for grammar, punctuation, tenses, voice, spelling, and use of language. You should also proofread the essay to adhere to the style, organization, and presentation requirements.

Ensure that all the in-text citations are accounted for in the reference list and are up-to-date. You are good to go when you have an essay that meets all the instructions.

Finally, you can submit the paper for grading.

Writing is not everyone's cup of tea. For that reason, you can hire a nursing reflection essay writer from our website to assist you in crafting a top-grade paper. In addition, we have nursing writers whose forte is writing various nursing papers.

Choosing the suitable Reflective Model or Framework

As you can see above, many reflective models are used for your reflective essay. We have not exhaustively listed and expounded on all of them. Other reflective models and frameworks you can also consider when writing a reflective essay in nursing include:

• Bouds Reflective Model
• Brookfield Reflective Model
• Pender's Health Promotion Model
• Roper Logan and Tierney Model
• Driscoll Reflective Model
• The Johari window model

Note that most nursing instructors will often suggest the models they prefer for you to use in your essay.

For example, in most nursing reflective essays. Whichever the case, readily available information expands on each model to make it easier to write a reflection essay on a specific aspect of nursing education or practice.

Read the assignment rubric and instructions to understand the specific model. If it is unclear, ask for clarification from your instructor early enough.

Tips for Writing a Good Nursing Reflective Essay

As you try to figure out how to write a nursing reflective essay, keep the following tips in mind.

Choose the Right Topic

If the instructions from your professors involve choosing a topic for the reflective essay, you must select one that is meaningful to you.

This will ensure you can easily write and easily develop relevant elements about the topic. Therefore, take time to pick a topic that you find interesting.

As you write, ensure you stay on topic, whether sharing a one-off event or a recurrent story.

Use the Right Tone

A reflective essay is more personal, unlike other types of academic essays. This means you don't need a strict or formal tone.

Since this is about your experiences, use personal pronouns such as I and Me.

Be Vulnerable

You must be extremely vulnerable to learn how to write a reflective essay in nursing.

Be open about your thoughts, feelings, and beliefs about something you went through that sparked an interest in nursing.

It's okay to share mistakes or things you did wrong that eventually led you to this career path.

Choose the Right Focus

A reflection essay is all about narrating your experience during the nursing experience.

While including other people in your experience is okay, please let them not be the center of your reflection.

This is your essay, so you should be the focus of attention.

Keep it Brief

A good nursing reflection essay should be between 300 and 800 consciously written words. Because of this length, you must only write relevant information about your reflection. Refrain from lengthy reflections, as they make it difficult to pass your points across.

Convey Your Information Wisely

Even though a nursing reflection essay is about your personal experiences, it doesn't mean you should reveal everything about yourself. Ask yourself whether something is appropriate before including it in your paper.

Mistakes to Avoid When Writing a Reflection Essay in Nursing

A good reflection essay involves reflecting on your nursing studies and practices throughout school and career to demonstrate your competence. For this reason, there are certain mistakes you should be aware of when writing an essay.

Not including a Personal Story

Like food tastes bland without salt, so does a reflection essay without a personal story. At the center of a reflection essay is You. This means the essay should focus on your personal story that led you to want a nursing career. A lot of times, students miss out on this instead of talking about their story. You need more than just the personal qualities you think will be a great fit for the nursing program; you must also share a story that shows how well you contributed to nursing care.

Failing to Share Your Experience

You will lose points when you fail to include nursing-related experiences in your reflection essay. Mentioning that you want to be a nurse is great, but failing to show specific events that led to the desire will cost you a great point.

Plagiarizing Your Essay

Plagiarism is a serious academic offense because it is considered taking other people's ideas and using them as your own without crediting the author. So, provide relevant citations and references for any ideas that aren't your own. Also, an AI will not write your essay as a human writer would. 

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Sample of a Nursing Reflective Essay 

The following is a sample of a nursing Reflective essay using Gibb's Model of Reflection. Use this sample to guide you when writing your own.

Introduction  Communication is an important element in healthcare practice as it determines patient satisfaction and treatment outcomes. This essay will focus on reflecting on an experience I went through with a 40-year-old diabetic patient who also had a foot infected with an ulcer. When I approached the patient to sign the consent form, I noticed that he wasn't happy because of the news given to him about his health. I concluded that there must be a communication dilemma. I will reflect on the experience using Gibb's Model of Reflection. Using this model, I will identify and discuss the actions taken to resolve the issue. Description  This incident happened a few months ago when I was working as a wound nurse in a Methodist hospital in my hometown. I was part of a care team handling the case of a 40-year-old male patient with diabetes and an infected diabetic foot ulcer. After careful examination, a team comprising various specialists concluded that his leg needed amputation below the knee. After making this decision, the team left, and I was asked to give the patient a consent form to sign. When I came back from retrieving the form, I noticed the patient looked sorrowful because of the news given to him. Feelings  As soon as I saw the patient, I knew what he was going through. He perceived the situation to be irreparable, but I wasn't sure whether to console the patient or not. I was powerless and couldn't imagine what he was going through. At the same time, I was startled that the team left without showing any compassion. They could have handled the situation more delicately. I, on the other hand, could have relayed the information better. I wasn't sure whether my approach would be acceptable or appropriate. Evaluation  I always go back to that particular situation and wonder whether I could have acted better. The situation helped me better understand the importance of good communication in patient care, particularly in therapeutic care. Before the incident, I didn't acknowledge the role of nurses play in caring for patient's emotional needs. I realized nurses must show compassion and console patients in their low moments.  Analysis  Most healthcare professionals do not know how to deliver bad news to patients. They find the process extremely challenging and always feel psychologically unprepared. This has a negative impact on patients and could lead to bad health outcomes. Furthermore, how information is relayed could impact a patient's adherence to treatment. Because of these effects, multiple protocols and approaches were developed to help with communicating bad news to patients. One of the approaches that was proposed is emotion-centered. This proposes that a healthcare provider acknowledges how sad the patient is and builds a professional relationship based on empathy and sympathy. Action Plan I now understand the essence of communicating bad news with compassion. The experience allowed me to look closely at different aspects of my professional development that needed more improvement. Thus, I plan to be more empathetic and speak up in support of patient's emotional and psychological well-being, especially when presented with traumatic news about their health. Additionally, I now understand I am not powerless when dealing with a sorrowful patient. I believe I have learned from my experience, and I'm not able to communicate well with patients any more. Conclusion  The experience allowed me to value good communication in nursing and the need to incorporate it into daily nurse-patient interaction. Nurses must learn how to deliver bad news and manage patient's sorrow. This has been and will continue to be my biggest priority in patient care. References Street Jr, R. L., Makoul, G., Arora, N. K., & Epstein, R. M. (2009). How does communication heal? Pathways linking clinician–patient communication to health outcomes. Patient education and counselling, 74(3), 295-301. Buckman, R. (1992). Breaking bad news: why is it still so difficult? BMJ: British Medical Journal, 304(6842), 886. Ptacek, J. T., & Eberhardt, T. L. (1996). Breaking bad news: a review of the literature. The Journal of the American Medical Association, 276(6), 496-502.

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Nursing Student's Reflection on Clinical Experience

Table of contents, initial jitters and adaptation, empathy and patient-centered care, challenges and lessons, interprofessional collaboration.

• Benner, P. (1982). From novice to expert. American Journal of Nursing, 82(3), 402-407.
• Del Bueno, D. J. (2005). A crisis in critical thinking. Nursing Education Perspectives, 26(5), 278-282.
• Lachman, V. D. (2006). Ethical issues in the disruptive behaviors of incivility, bullying, and horizontal /lateral violence. The Online Journal of Issues in Nursing, 12(3), 1-14.
• Tanner, C. A. (2006). Thinking like a nurse: A research-based model of clinical judgment in nursing. Journal of Nursing Education, 45(6), 204-211.
• World Health Organization. (2013). Transforming and scaling up health professionals’ education and training. World Health Organization.

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How to Write a Nursing Reflective Essay as a BSN Nursing Student

• November 29, 2023

Welcome to NursingWriters.net, your go-to resource for expert information and guidance on writing nursing essays. In this article, we will provide you, as a BSN nursing student , with a comprehensive guide on how to write a compelling nursing reflective essay. Reflective essays are a personal reflection on your experiences in the nursing profession, and we are here to help you navigate this writing challenge.

As a busy nursing student, we understand that you may have limited time to spare. That’s where NursingWriters.net comes in, empowering you to excel in your BSN program by providing expert guidance on different writing and comprehension challenges you may face. Let’s dive into the world of nursing reflective essays and discover how you can effectively express your thoughts and insights.

Key Takeaways:

• Reflective essays allow nursing students to reflect on their experiences and personal growth in the profession.
• A nursing reflective essay is different from a personal statement, focusing on self-reflection rather than academic achievements.
• Key elements to include in a nursing reflective essay are the inciting incident, personal reflections, vivid details, and actions taken.
• The introduction should grab the reader’s attention and provide a clear thesis statement.
• The body paragraphs should delve into the writer’s reflections and emotions with specific examples and anecdotes.

What Is a Reflective Essay in Nursing?

A reflective essay in nursing is a powerful tool that allows nursing students to analyze their experiences, emotions, and actions related to their nursing practice. It provides an opportunity for self-reflection, critical thinking, and personal growth. Reflective writing can help nurses develop a deeper understanding of their own practice, improve patient care, and enhance their professional development.

Reflective essays in nursing differ from personal statements in that they focus on specific experiences and their impact on the writer’s growth and development. These essays require the writer to critically reflect on their actions, emotions, and thoughts, and identify ways to improve their practice. By examining their experiences and applying reflective frameworks, nursing students can gain valuable insights into their strengths, weaknesses, and areas for growth.

When writing a reflective essay in nursing , it is important to follow a structured approach. This includes describing the incident or experience, analyzing personal thoughts and feelings, exploring the actions taken, and reflecting on the outcomes and implications. By structuring the essay effectively, nursing students can communicate their reflections in a clear and organized manner.

Key Elements to Include in a Nursing Reflective Essay

When writing a nursing reflective essay, it is important to include key elements that will make your essay comprehensive and impactful. These elements will help you convey your thoughts and experiences clearly, allowing the reader to gain a deeper understanding of your reflections on nursing practice.

Inciting Incident or Event

The first key element to include in your nursing reflective essay is the inciting incident or event. This is the moment or experience that triggered your reflection and made a significant impact on your practice. It could be a challenging patient encounter, an ethical dilemma, or a personal realization. By describing this event in detail, you set the stage for your reflective journey.

Personal Reflections

Your nursing reflective essay should also include personal reflections on the experience. This is where you delve into your thoughts, feelings, and emotions related to the inciting incident. Reflect on how the event made you feel, what you learned from it, and how it has influenced your growth as a nursing professional. Be honest and vulnerable in your reflections, as this will allow the reader to connect with your experience on a deeper level.

Vivid Setting and Descriptive Details

To create a vivid and engaging narrative, include specific details that paint a picture of the setting and the people involved. Describe the physical environment, the interactions between healthcare professionals and patients, and any other relevant details that contribute to the overall context of the experience. This will help the reader visualize the situation and understand the complexities of the event.

Actions Taken

Finally, it is important to describe the actions you took in response to the inciting incident. Discuss how you applied your nursing knowledge and skills to address the challenges or opportunities presented by the event. Reflect on the effectiveness of your actions and whether there were any areas for improvement. This demonstrates your ability to critically analyze your own practice and make informed decisions.

By including these key elements in your nursing reflective essay, you can create a comprehensive and impactful piece of writing that showcases your growth and development as a nursing professional.

How to Write the Introduction of a Nursing Reflective Essay

The introduction of a nursing reflective essay plays a crucial role in capturing the reader’s attention and setting the tone for the entire essay. It should provide a concise overview of the main points that will be discussed and create a sense of curiosity and engagement. Here are some tips to help you write an effective introduction for your nursing reflective essay:

• Start with an intriguing opening line: Begin your introduction with a captivating statement or anecdote that relates to the topic of your essay. This will grab the reader’s attention and make them eager to continue reading.
• Provide context and background information: Give a brief overview of the event or experience that you will be reflecting on in your essay. This will help the reader understand the context and significance of your reflections.
• Present a clear thesis statement: Your thesis statement should clearly state the main purpose of your essay and the specific points or themes that you will be exploring. This will give the reader a preview of what to expect in the body of the essay.

By following these tips, you can craft an introduction that captivates the reader and sets the stage for a compelling nursing reflective essay.

“As I walked into the busy hospital ward on my first day of clinical rotation, I couldn’t help but feel a mix of excitement and nervousness. Little did I know that this experience would become a pivotal moment in my nursing journey, shaping my understanding of empathy, communication, and patient-centered care. In this reflective essay, I will delve into the details of this encounter and explore the personal and professional growth that resulted from it.”

With an attention-grabbing opening, providing context, and presenting a clear thesis statement, your introduction will set the stage for a compelling nursing reflective essay that captures the reader’s attention and lays the foundation for your reflections.

Nursing Reflection Essay Tips and Examples

Writing a nursing reflective essay requires careful consideration and thoughtful analysis. Here are some tips to help you craft an impactful and meaningful reflection essay as a BSN nursing student . Additionally, we will provide examples to illustrate how these tips can be applied.

Tips for Writing a Nursing Reflection Essay:

• Start by choosing a specific experience or event that had a significant impact on your nursing practice. This could be a challenging patient encounter, a critical incident, or a personal realization that transformed your perspective.
• Reflect on the experience and consider how it affected your emotions, thoughts, and actions. What did you learn from the experience? How has it shaped your growth as a nursing professional?
• Focus on the key aspects of the experience that were particularly impactful or meaningful to you. Avoid including unnecessary details or deviating from the main message of your reflection.
• Use specific examples, anecdotes, or patient scenarios to support your reflections. This will make your essay more engaging and relatable to the reader.
• Consider the ethical implications of the experience and reflect on how it has influenced your approach to patient care and decision-making.
• End your essay with a reflection on the implications of your learning for future nursing practice. How will you apply the lessons learned to provide better care and improve patient outcomes?

Now, let’s take a look at two examples of nursing reflective essays to further illustrate these tips:

“During my clinical rotation in the Intensive Care Unit (ICU), I encountered a complex patient case that challenged my critical thinking skills and decision-making abilities. The patient was a middle-aged woman who had undergone a complicated surgery and experienced numerous post-operative complications. This experience taught me the importance of collaboration within the healthcare team and the significance of advocating for the patient’s best interests…”

“One of the most significant experiences during my nursing education was my time spent in the pediatric oncology unit. Witnessing the resilience and bravery of children facing life-threatening illnesses had a profound impact on my perspective as a nurse. It taught me the importance of providing holistic care, not only addressing physical needs but also supporting emotional well-being and promoting a positive environment for healing…”

These examples demonstrate how personal reflections, specific details, and professional insights can be incorporated to create a compelling nursing reflective essay. Remember to structure your essay in a clear and organized manner, ensuring that your reflections flow logically and coherently.

By following these tips and utilizing examples, you can create a compelling nursing reflective essay that showcases your growth and development as a nursing professional.

How to Conclude a Nursing Reflective Essay

The conclusion of a nursing reflective essay serves as the final reflection on the writer’s growth and learning from the experience. It is an essential part of the essay that summarizes the main points discussed and leaves a lasting impression on the reader. The reflective essay conclusion should bring closure to the essay by restating the thesis statement and highlighting the key takeaways from the essay.

To write a strong and impactful conclusion, start by restating the thesis statement in a clear and concise manner. This reminds the reader of the main focus of the essay and reinforces its significance. Next, summarize the key points discussed in the body paragraphs, highlighting the most important insights and reflections. This helps to reinforce the main ideas and ensures that they are not overlooked in the final reflection.

In addition to summarizing the main points, a thought-provoking statement or future outlook can be included to provide a sense of closure and leave the reader with something to ponder. This can be a reflection on how the experience has influenced the writer’s future practice or a call to action for continued personal and professional growth. By ending the essay on a strong and meaningful note, the conclusion enhances the overall impact of the nursing reflective essay.

A well-crafted conclusion is essential for a nursing reflective essay as it reinforces the main ideas, leaves a lasting impression on the reader, and provides a sense of closure. By following these tips, nursing students can create a powerful and impactful conclusion that enhances the overall effectiveness of their reflective essays.

Tips for Writing a Nursing Reflective Essay

Writing a nursing reflective essay can be a challenging task, but with the right approach, it can also be a rewarding experience. Here are some helpful tips and strategies to guide nursing students in their essay writing process:

• Start early: Give yourself plenty of time to brainstorm ideas, reflect on your experiences, and write and revise your essay. Starting early will help you avoid last-minute stress and allow for a more thoughtful and polished essay.
• Conduct thorough self-reflection: Before you begin writing, take the time to reflect on your experiences and emotions related to your nursing practice. Consider how these experiences have shaped your growth and development as a nurse, and what lessons you have learned along the way.
• Organize your thoughts and ideas: Create an outline or a rough structure for your essay to ensure a logical flow of ideas. Group similar thoughts and reflections together to create cohesive paragraphs, and use headings or subheadings to further organize your essay.
• Seek feedback: Share your essay with trusted peers or instructors and ask for their feedback. They can offer valuable insights, provide constructive criticism, and help you refine your essay to make it stronger and more impactful.

Additionally, it is important to pay attention to the technical aspects of your essay:

• Grammar and spelling: Proofread your essay carefully to ensure it is free of any grammatical or spelling errors. Use grammar and spell-check tools, and consider asking someone else to review your essay for a fresh perspective.
• Coherent writing style: Use clear and concise language to convey your thoughts and reflections. Avoid excessive jargon or technical terms, and focus on communicating your ideas effectively.
• Formatting guidelines: Follow any formatting guidelines provided by your instructor or institution. Pay attention to font style, size, spacing, and citation style if required.

By following these tips and strategies, nursing students can approach their reflective essay writing with confidence and produce compelling and insightful essays that showcase their growth and development in the nursing profession.

Reflective Tools and Models for Nursing Reflective Essays

Reflective tools and models can provide structure and guidance for nursing students when writing reflective essays. These tools help organize thoughts and experiences, allowing for a more comprehensive and meaningful reflection. By utilizing reflection models , nursing students can enhance their reflective writing skills and deepen their understanding of their own growth and development as healthcare professionals.

Gibbs’ Reflective Model

“Reflective practice is both an art and a science that requires ongoing commitment and practice.” – Gibbs

Gibbs’ Reflective Model is a widely used reflection framework in nursing. It consists of six stages: description, feelings, evaluation, analysis, conclusion, and action plan. This model encourages a structured approach to reflection, allowing the writer to systematically explore their thoughts and emotions, analyze the situation, and identify areas for improvement or further development.

Dewey’s Reflective Thinking Model

“We do not learn from experience, we learn from reflecting on experience.” – Dewey

Dewey’s Reflective Thinking Model focuses on the importance of reflection as a tool for learning and growth. It emphasizes the need to actively engage with experiences, thoughts, and emotions, and to critically evaluate them in order to gain deeper insights and understanding. This model encourages nursing students to think analytically and develop a continuous learning mindset.

Kolb Reflective Model

“Knowledge results from the combination of grasping experience and transforming it.” – Kolb

The Kolb Reflective Model is based on the concept of experiential learning. It consists of four stages: concrete experience, reflective observation, abstract conceptualization, and active experimentation. This model encourages nursing students to engage in a cyclical process of learning, where they actively participate in experiences, reflect on them, conceptualize their insights, and apply their learning in real-life situations.

Schön Reflective Model

“Reflection-in-action is the heart of the learning process.” – Schön

Schön Reflective Model emphasizes the importance of reflection in the midst of action. It focuses on the ability to think and adapt in real-time, making decisions based on professional knowledge and experiences. This model encourages nursing students to develop a reflective mindset that allows them to learn and grow while actively engaging in their practice.

Benefits of Reflective Writing in Nursing

Reflective writing plays a crucial role in nursing practice, offering numerous benefits for nursing students and professionals alike. By engaging in reflective writing, nurses can enhance their self-awareness, develop their critical thinking skills, and gain a deeper understanding of patient experiences. This section will explore the advantages of reflective writing in nursing and its significance in healthcare.

Enhanced Self-Awareness

Reflective writing fosters self-reflection, allowing nurses to examine their thoughts, emotions, and actions in various clinical situations. Through this process, they gain a deeper understanding of their strengths, weaknesses, and areas for improvement. This heightened self-awareness enables nurses to provide more effective and compassionate patient care, fostering a patient-centered approach.

Improved Critical Thinking

Reflective writing encourages nurses to think critically about their experiences and the impact of their actions. It requires them to analyze and evaluate the effectiveness of their decision-making and problem-solving skills. By reflecting on past experiences, nurses can identify areas where they can enhance their clinical practice and make informed decisions based on evidence and best practices.

Increased Empathy and Understanding

Through reflective writing, nurses develop a deeper empathy and understanding of patient experiences. By reflecting on their interactions with patients, nurses can recognize the emotions, fears, and challenges faced by individuals in their care. This increased empathy enables nurses to provide more holistic and patient-centered care, improving the overall healthcare experience for patients.

Continuous Professional Development

Reflective writing is an essential tool for nurses’ continuous professional development. It allows them to document their growth, learning, and achievements throughout their nursing career. By regularly engaging in reflective writing, nurses can identify areas for further development, set goals for improvement, and ensure they are providing the best possible care to their patients.

Overall, reflective writing in nursing is a powerful tool that empowers nurses to enhance their self-awareness, critical thinking skills, and empathy. By engaging in this practice, nurses can continuously improve their clinical practice, provide high-quality patient care, and contribute to the ongoing development of the nursing profession.

Nursing Reflective Essay Examples

Looking for inspiration for your nursing reflective essay? Here are some examples that showcase different experiences, reflections, and growth in the nursing profession.

These examples demonstrate how nursing reflective essays can provide valuable insights into personal experiences, reflections, and professional growth. They serve as excellent references to help nursing students develop their own reflective writing skills and gain a deeper understanding of the nursing profession.

Writing a Nursing Reflective Essay for Nursing School Application

A nursing reflective essay can be a powerful tool for nursing school applications. It allows applicants to showcase their self-awareness, critical thinking skills, and passion for the nursing profession. When writing a nursing reflective essay for a nursing school application, there are a few key tips to keep in mind.

Reflect on your passion for nursing

Start by reflecting on what drew you to the nursing profession and why you are passionate about it. Consider your personal experiences, such as volunteering or shadowing healthcare professionals, and how they have shaped your desire to become a nurse. Highlight your commitment to providing compassionate and quality patient care.

Share personal experiences in healthcare settings

Provide specific examples of your experiences in healthcare settings, such as clinical rotations or internships. Reflect on the challenges you faced, the lessons you learned, and how those experiences have impacted your growth and development as a future nurse. Discuss any significant interactions with patients, healthcare teams, or mentors that have shaped your understanding of the nursing profession.

Align with the nursing school’s values and mission

Research the nursing school’s values, mission, and educational philosophy. Ensure that your reflective essay aligns with these principles and demonstrates your commitment to the school’s mission. Use the nursing school’s prompts or essay questions as a guide to structure your essay and address the specific criteria they are looking for in applicants.

By following these tips, you can write a compelling nursing reflective essay that effectively conveys your passion for nursing, showcases your experiences, and aligns with the nursing school’s values. Remember to proofread your essay carefully for grammar and spelling errors and seek feedback from mentors or trusted individuals in the nursing profession to ensure your essay is clear, concise, and impactful.

(Table) Tips for Writing a Nursing Reflective Essay for Nursing School Application

Writing a nursing reflective essay can be a transformative experience for BSN nursing students. It allows them to gain valuable insight into their own growth and development as future healthcare professionals. Throughout this comprehensive guide, we have provided expert information and guidance on how to write a compelling nursing reflective essay.

By understanding the purpose of a reflective essay and the key elements to include, nursing students can effectively showcase their personal experiences and reflections. Incorporating reflection models such as Gibbs’ Reflective Model or Kolb Reflective Model can also provide structure and depth to their essays.

At NursingWriters.net, we are dedicated to empowering busy nurses and providing them with the tools they need to excel in their BSN programs. Whether it’s writing a reflective essay or any other writing challenge, we are here to support and guide nursing students towards success.

What is a nursing reflective essay?

A nursing reflective essay is a personal essay where the writer reflects on their own experiences and how those experiences have shaped their growth and development in the nursing profession.

How is a reflective essay in nursing different from a personal statement?

While a reflective essay in nursing focuses on the writer’s personal experiences and reflections, a personal statement is more of a formal document that highlights the writer’s qualifications, achievements, and future goals in the nursing profession.

What are the key elements to include in a nursing reflective essay?

The key elements to include in a nursing reflective essay are the inciting incident or event, personal reflections on the experience, specific details to create a vivid setting, and a description of the actions taken by the writer. It is important to avoid including academic details and excessive focus on emotions.

How should I write the introduction of a nursing reflective essay?

To write an engaging and informative introduction for a nursing reflective essay, you can grab the reader’s attention with an intriguing opening line, provide context and background information, and present a clear thesis statement. Focus on the specific event or experience that will be the main focus of the essay.

How should I structure the body paragraphs of a nursing reflective essay?

The body paragraphs of a nursing reflective essay should have a clear structure. Use the first paragraph to present the thesis statement and provide background information on the event. Use subsequent paragraphs to explore your reflections, emotions, and actions taken. Use specific examples and anecdotes to make the essay more engaging.

How should I conclude a nursing reflective essay?

To write a strong conclusion for a nursing reflective essay, you can summarize the main points discussed in the essay, provide a final reflection on your growth and learning from the experience, restate the thesis statement, and leave the reader with a thought-provoking statement or future outlook.

What are some tips for writing a nursing reflective essay?

Some tips for writing a nursing reflective essay include starting early, conducting thorough self-reflection, organizing your thoughts and ideas, and seeking feedback from peers or instructors. Pay attention to proper grammar and spelling, coherent writing style, and adhere to any formatting guidelines provided.

How can reflective tools and models help with nursing reflective essays?

Reflective tools and models provide structure and guidance for nursing students when writing reflective essays. Models such as Gibbs’ Reflective Model, Dewey’s Reflective Thinking Model, Kolb Reflective Model, and Schön Reflective Model can be used as frameworks for organizing thoughts and experiences in a nursing reflective essay.

What are the benefits of reflective writing in nursing?

Reflective writing in nursing offers benefits such as enhanced self-awareness, improved critical thinking skills, increased empathy and understanding of patient experiences, and continuous professional development. It promotes lifelong learning and helps improve patient care.

Where can I find nursing reflective essay examples?

You can find nursing reflective essay examples that showcase different experiences, reflections, and growth. These examples incorporate personal reflections, specific details, and professional insights into nursing practice. They demonstrate the diversity of topics and experiences that can be explored in nursing reflective essays.

How can I write a nursing reflective essay for nursing school applications?

To write a nursing reflective essay for nursing school applications, reflect on your passion for nursing, personal experiences in healthcare settings, and future goals in the nursing profession. Address specific prompts and align the content with the nursing school’s values and mission.

How can writing a nursing reflective essay benefit BSN nursing students?

Writing a nursing reflective essay allows BSN nursing students to gain insight into their own growth and development as future healthcare professionals. It helps improve critical thinking skills, self-awareness, and understanding of patient experiences. It also promotes continuous professional development.

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Nursing Student Clinical Experience: Navigating the Path

This essay will explore the clinical experiences of nursing students, discussing the challenges and learning opportunities they encounter. It will cover aspects such as hands-on patient care, working in healthcare teams, and applying theoretical knowledge in practical settings. The piece will also discuss the importance of these experiences in preparing students for a nursing career. Moreover, at PapersOwl, there are additional free essay samples connected to Health Care.

How it works

• 1 Starting the Day: First Clinical Experience
• 2 Handling Emotions and Ensuring Patient Safety
• 3.1 Works Cited

Starting the Day: First Clinical Experience

My first clinical experience was on November 12, 2018, at the hospital (Regional Medical Center). I was overly avid and nervous at the time. I was there at 6:00 AM, wearing my white uniform, and was ready to start.

First of all, I washed my hand and completed my paperwork. I was assigned to a male patient who was in room 14. So, I went to my night nurse (Angel) to get the handoff report. In addition, I went to my patient’s room, introduced myself, and identified him by using his name and date of birth to make sure that I had the right patient.

I told my patient that I’d be giving him a bed bath, and he refused and said, “My wife will give me a bed bath. Thanks.” I was so anxious during that time because I couldn’t force them to do so and couldn’t go without completing my assignment. Thus, I let my instructor know about the issue. I was present almost all the time in my patient’s room, so he could know me better. I felt a very personal connection between my patient and me, and I think that my experience in class helped me to give both him and his wife the care and empathy that they deserved.

Handling Emotions and Ensuring Patient Safety

Obviously, working in the healthcare setting entailed a huge amount of self-control and repression for the nurses to provide nursing care to the patient without including his/her own emotions. I helped my patient to eat his breakfast, and 30 min later, I took his vital signs (RR, T, P, BP, SpO2, and pain). Safety and competency were a priority during clinical hours. I unintentionally left my side rails down with a patient at high risk of falls. Then started giving him his bed bath with his wife’s assistance. My patient was sweet and awesome and was effectively communicating with me. Thus, this increased my confidence and my knowledge. After completing my bed bath, I documented the I/O and VS and reported them to my instructor.

Conclusion: Reflections and Lessons Learned

Finally, attending the first clinical day allowed me to improve my practice in the healthcare setting. The patient and his family made a great impression on me and my profession as a student nurse because it authorized me to utilize my skills and gain new job experiences. In reflection on this patient’s care, I now realize my personal participation in the case is a benefit rather than an impediment.

Works Cited

• Benner, P. (2001). From Novice to Expert: Excellence and Power in Clinical Nursing Practice. Prentice Hall.
• Finkelman, A. (2016). Leadership and Management for Nurses: Core Competencies for Quality Care (3rd ed.). Pearson.

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Nursing Student Clinical Experience: Navigating the Path. (2023, Jun 15). Retrieved from https://papersowl.com/examples/nursing-student-clinical-experience-navigating-the-path/

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PapersOwl.com. (2023). Nursing Student Clinical Experience: Navigating the Path . [Online]. Available at: https://papersowl.com/examples/nursing-student-clinical-experience-navigating-the-path/ [Accessed: 5-Jun-2024]

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How to Write a Nursing Essay with a Quick Guide

Ever felt the blank-page panic when assigned a nursing essay? Wondering where to start or if your words will measure up to the weight of your experiences? Fear not, because today, we're here to guide you through this process.

Imagine you're at your favorite coffee spot, armed with a cup of motivation (and maybe a sneaky treat). Got it? Great! Now, let's spill the secrets on how to spin your nursing tales into words that not only get you that A+ but also tug at the heartstrings of anyone reading. We've got your back with nursing essay examples that'll be your inspiration, an outline to keep you on the right path, and more!

What Is a Nursing Essay

Let's start by dissecting the concept. A nursing essay serves as a focused exploration of a specific aspect of nursing, providing an opportunity for students to demonstrate their theoretical knowledge and its practical application in patient care settings.

Picture it as a journey through the challenges and victories of a budding nurse. These essays go beyond the classroom, tackling everything from tricky ethical dilemmas to the impact of healthcare policies on the front lines. It's not just about grades; it's about proving, 'I'm ready for the real deal.'

So, when you read or write a nursing essay, it's not just words on paper. It's like looking into the world of someone who's about to start their nursing career – someone who's really thought about the ins and outs of being a nurse. And before you kick off your nursing career, don't shy away from asking - write my essay for me - we're ready to land a professional helping hand.

How to Start a Nursing Essay

When you start writing a nursing essay, it is like gearing up for a crucial mission. Here's your quick guide from our nursing essay writing service :

Choosing Your Topic: Select a topic that sparks your interest and relates to real-world nursing challenges. Consider areas like patient care, ethical dilemmas, or the impact of technology on healthcare.

Outline Your Route : Plan your essay's journey. Create a roadmap with key points you want to cover. This keeps you on track and your essay on point.

Craft a Strong Thesis: Assuming you already know how to write a hook , kick off your writing with a surprising fact, a thought-provoking quote, or a brief anecdote. Then, state your main argument or perspective in one sentence. This thesis will serve as the compass for your essay, guiding both you and your reader through the rest of your writing.

How to Structure a Nursing Essay

Every great essay is like a well-orchestrated performance – it needs a script, a narrative that flows seamlessly, capturing the audience's attention from start to finish. In our case, this script takes the form of a well-organized structure. Let's delve into the elements that teach you how to write a nursing essay, from a mere collection of words to a compelling journey of insights.

Nursing Essay Introduction

Begin your nursing essay with a spark. Knowing how to write essay introduction effectively means sharing a real-life scenario or a striking fact related to your topic. For instance, if exploring patient care, narrate a personal experience that made a lasting impression. Then, crisply state your thesis – a clear roadmap indicating the direction your essay will take. Think of it as a teaser that leaves the reader eager to explore the insights you're about to unfold.

In the main body, dive into the heart of your essay. Each paragraph should explore a specific aspect of your topic. Back your thoughts with examples – maybe a scenario from your clinical experience, a relevant case study, or findings from credible sources. Imagine it as a puzzle coming together; each paragraph adds a piece, forming a complete picture. Keep it focused and let each idea flow naturally into the next.

Nursing Essay Conclusion

As writing a nursing essay nears the end, resist the urge to introduce new elements. Summarize your main points concisely. Remind the reader of the real-world significance of your thesis – why it matters in the broader context of nursing. Conclude with a thought-provoking statement or a call to reflection, leaving your reader with a lasting impression. It's like the final scene of a movie that leaves you thinking long after the credits roll.

Nursing Essay Outline

Before diving into the essay, craft a roadmap – your outline. This isn't a rigid skeleton but a flexible guide that ensures your ideas flow logically. Consider the following template from our research paper writing service :

Introduction

• Opening Hook: Share a brief, impactful patient care scenario.
• Relevance Statement: Explain why the chosen topic is crucial in nursing.
• Thesis: Clearly state the main argument or perspective.

Patient-Centered Care:

• Definition: Clarify what patient-centered care means in nursing.
• Personal Experience: Share a relevant encounter from clinical practice.
• Evidence: Integrate findings from reputable nursing literature.

Ethical Dilemmas in Nursing Practice

• Scenario Presentation: Describe a specific ethical challenge faced by nurses.
• Decision-Making Process: Outline steps taken to address the dilemma.
• Ethical Frameworks: Discuss any ethical theories guiding the decision.

Impact of Technology on Nursing

• Current Trends: Highlight technological advancements in nursing.
• Case Study: Share an example of technology enhancing patient care.
• Challenges and Benefits: Discuss the pros and cons of technology in nursing.
• Summary of Key Points: Recap the main ideas from each section.
• Real-world Implications: Emphasize the practical significance in nursing practice.
• Closing Thought: End with a reflective statement or call to action.

A+ in Nursing Essays Await You!

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Nursing Essay Examples

Here are the nursing Essay Examples for you to read.

Writing a Nursing Essay: Essential Tips

When it comes to crafting a stellar nursing essay, a few key strategies can elevate your work from ordinary to exceptional. Here are some valuable tips from our medical school personal statement writer :

Connect with Personal Experiences:

• Approach: Weave personal encounters seamlessly into your narrative.
• Reasoning: This not only adds authenticity to your essay but also serves as a powerful testament to your firsthand understanding of the challenges and triumphs in the nursing field.

Emphasize Critical Thinking:

• Approach: Go beyond describing situations; delve into their analysis.
• Reasoning: Nursing essays are the perfect platform to showcase your critical thinking skills – an essential attribute in making informed decisions in real-world healthcare scenarios.

Incorporate Patient Perspectives:

• Approach: Integrate patient stories or feedback into your discussion.
• Reasoning: By bringing in the human element, you demonstrate empathy and an understanding of the patient's experience, a core aspect of nursing care.

Integrate Evidence-Based Practice:

• Approach: Support your arguments with the latest evidence-based literature.
• Reasoning: Highlighting your commitment to staying informed and applying current research underscores your dedication to evidence-based practice – a cornerstone in modern nursing.

Address Ethical Considerations:

• Approach: Explicitly discuss the ethical dimensions of your topic.
• Reasoning: Nursing essays provide a platform to delve into the ethical complexities inherent in healthcare, showcasing your ability to navigate and analyze these challenges.

Balance Theory and Practice:

• Approach: Connect theoretical concepts to real-world applications.
• Reasoning: By bridging the gap between theory and practice, you illustrate your capacity to apply academic knowledge effectively in the dynamic realm of nursing.

Highlight Interdisciplinary Collaboration:

• Approach: Discuss collaborative efforts with other healthcare professionals.
• Reasoning: Acknowledging the interdisciplinary nature of healthcare underscores your understanding of the importance of teamwork – a vital aspect of successful nursing practice.

Reflect on Lessons Learned:

• Approach: Conclude with a thoughtful reflection on personal growth or lessons from your exploration.
• Reasoning: This not only provides a satisfying conclusion but also demonstrates your self-awareness and commitment to continuous improvement as a nursing professional.

As we wrap up, think of your essay as a story about your journey into nursing. It's not just about getting a grade; it's a way to share what you've been through and why you want to be a nurse.

Imagine the person reading it – maybe a teacher, a future coworker, or someone starting their nursing journey. They're trying to understand your passion and why you care about nursing.

So, when you write, remember it's more than just an assignment. It's your chance to show why nursing matters to you. And if you ever need help – there's always support from our essay writer online .

Ready to Excel in Your Nursing School Essay?

Order now and experience the expertise of our professional writers!

How to Write a Nursing Essay?

How can a nursing essay effectively address ethical considerations, what are some examples of evidence-based practices in nursing essays.

Daniel Parker

is a seasoned educational writer focusing on scholarship guidance, research papers, and various forms of academic essays including reflective and narrative essays. His expertise also extends to detailed case studies. A scholar with a background in English Literature and Education, Daniel’s work on EssayPro blog aims to support students in achieving academic excellence and securing scholarships. His hobbies include reading classic literature and participating in academic forums.

is an expert in nursing and healthcare, with a strong background in history, law, and literature. Holding advanced degrees in nursing and public health, his analytical approach and comprehensive knowledge help students navigate complex topics. On EssayPro blog, Adam provides insightful articles on everything from historical analysis to the intricacies of healthcare policies. In his downtime, he enjoys historical documentaries and volunteering at local clinics.

Related Articles

Clinical Experiences: Personal Reflection Essay

• To find inspiration for your paper and overcome writer’s block
• As a source of information (ensure proper referencing)
• As a template for you assignment

Clinical experience is precious to the practice of medical professionals because it provides an opportunity to immerse myself in my future profession fully. Thus, going through this stage was especially valuable for me, as I learned a lot and increased my efficiency and effectiveness as a professional. During my clinical internship, I had to perform various tasks and assist in treating and providing care to patients. Therefore, I was involved in performing practices such as conducting diagnostic tests. This is of particular value because it enables me to understand how to analyze the patient’s medical situation and determine the correct course of treatment.

In addition, it was my responsibility to help patients with minor injuries of all kinds. Critical in this process is proper communication to give peace of mind and comfort to the individuals. Moreover, as part of my clinical practice, I interacted with and worked with people with chronic health issues and mental concerns. In the latter case, it is essential to circumvent the possibility of stigma about mental issues, as “public knowledge about physical diseases is usually seen as beneficial, knowledge about it is often disregarded” (Mannarini & Rossi, 2019, p. 1). It is also worth noting that biased opinions and personal judgments must be avoided when providing medical care.

During my clinical experience, I encountered several problems and challenges. This allowed me to improve my problem-solving skills and to work collaboratively with other professionals. For example, I often consulted with other doctors and nurses when I had problems with diagnoses in order to understand my situation better and to prescribe the most effective treatment. In addition, I worked with different age groups, which gave me an understanding of the unique characteristics and treatment of children, adolescents, and adults. I realized that each group needs to be approached differently depending on their developmental characteristics, both mental and physical.

Mannarini, S., & Rossi, A. (2019). Assessing mental illness stigma: a complex issue . Frontiers in Psychology, 9 , 2722. Web.

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How do nursing students experience the clinical learning environment and respond to their experiences? A qualitative study

Majid najafi kalyani.

Nursing, School of Nursing and Midwifery, Shiraz University of Medical Sciences, Shiraz, The Islamic Republic of Iran

Nahid Jamshidi

Zahra molazem, camellia torabizadeh, farkhondeh sharif, associated data, introduction.

On entry into the clinical environment, nursing students are confronted with many challenges. It is a common problem throughout the world, including Iran. Although many studies have been conducted on the problems of nursing students in the clinical environment, limited information is available on nursing students’ experiences of the clinical learning environment and the way they respond to these experiences. Identifying nursing students’ experiences is essential to develop interventions to reduce challenges.

This study aimed to explore nursing students’ experiences in a clinical learning environment and the way they responded to these experiences.

The present study was conducted based on the qualitative research design of the grounded theory methodology.

This study was conducted at schools of nursing in academic settings in Iran.

Participants

The participants included 19 nursing students, 4 nursing instructors and 3 clinical nurses.

The data were collected using semistructured interviews, field notes and observation, and were analysed using Strauss and Corbin’s approach.

Students, as a result of the inadequacy of the educational environment, were faced with ‘confusion of identity’, stating this as their main concern. When confronted with this concern, they employed specific strategies, some of which prevented them from getting into unpleasant conditions. These strategies did not help students solve their problems and also prevented them from accepting their professional roles and responsibilities. Conversely, some other strategies led them to advanced professional development and enabled them to accept their role and the clinical environment.

According to the results of this study, educational policymakers should focus on improving the clinical environment. Identifying professional models and increasing their influence on management, education and clinical education, as well as teaching positive and constructive strategies, will promote positive strategies in coping with inadequate educational contexts. This is necessary for the professional development of nursing students.

Strengths and limitations of this study

• The study, by performing a grounded theory research, provided increased, indepth understanding of how nursing students experience the clinical learning environment and the way they respond to this experience.
• Combining resources and using the experiences of educators, clinical nurses and students provided multiplied validity to this study and helped identify a more comprehensive image of the process under investigation.
• The information gained from this study may be useful in improving clinical environments and educational contexts.
• Due to the sociocultural uniqueness and the context-bound relevance of the qualitative findings of this study, repetition of the study is required in other countries and cultures.

Nursing students should employ their knowledge and skills in clinical environments to acquire the required qualifications for taking care of patients, and their success depends to a great extent on efficient clinical training. 1 Clinical training is regarded as the heart and essence of learning and education in nursing. 2 3 Furthermore, clinical learning environment plays an important role in turning nursing students into professionals and preparing them to function as nurses. 4

A clinical learning environment is a combination of several physical, psychological, emotional and organisational factors affecting the students’ learning and how they confront the environment. 5 6 This environment has considerable effects on students’ positive learning and emotional well-being. 7 8 Furthermore, students get acquainted with the realities of their profession and functions of nursing in this environment. 9 However, the clinical learning environment has been referred to as a reason for either quitting or continuing the nursing profession. 10 The complexity of this environment and the events involved causing tension make it hard to be controlled. 11  On entry into the clinical environment, nursing students are confronted with many challenges and problems which affect their learning in that environment. 10 Quitting the profession, fear, anxiety and confusion have been mentioned as the main reasons for nursing students’ unpreparedness and concern in clinical learning environments. 12 13 Bachelor nursing studies last for 4 years in Iran, during which students enter clinical education and clinical learning environments. The major part of nursing education in clinical environments in Iran begins in the second term and continues until the end of the eighth term. 10

The results of the study by Papathanasiou et al 14 indicated a considerable gap between students’ expectations and clinical learning environments, which confronted them with problems in the clinical learning environment. Identification and elimination of the problems in clinical learning environments reduce nursing students’ emotional and behavioural problems in these environments. 15 16 Despite the severe shortage of nurses and the need for nurse training in Iran, there is not enough incentives to enter this profession, and many cases of leaving the profession, 17 lack of motivation 18 and psychological problems occur after entry into the clinical environment. 2

The quality of clinical practice in Iran is determined by two main factors, namely the nursing care delivery method and the nurse to patient ratio. Within the clinical field, nursing students and nurses take care of patients from various ethnic groups and different cultures based on the case method. 19 Several studies have been conducted on nursing students’ clinical training in Iran. One study conducted by Peyrovi et al 19 demonstrated that nursing students were afraid of providing care in clinical learning environments. Also in the research by Joolaee et al 10 , nursing students reported fear and anxiety in clinical environments. Similarly, the students participating in the study carried out by Hanifi et al 18 stated that becoming a nurse was one of their major concerns in clinical environments. Long-term experience (20–30 years) of researchers in clinical education of nursing students also shows that nursing students undergo a lot of changes after entering clinical setting, causing mental and psychological problems, lack of motivation, and the decision to leave the profession.

Although the above-mentioned studies have addressed nursing students’ problems and challenges in clinical environments, none of these has investigated how students experience the learning environment and the way they respond to this experience. Considering the problems of Iranian nursing students after entering the clinical environment, the effects of this environment on students’ professional learning and future, and the existing gap in the literature, and given that no comprehensive research has been conducted in this regard, this study was performed using a grounded theory approach for profound understanding of how students experience things (behaviours, events and interactions) on entering clinical environments and attending clinical departments. This would pave the way for improvements in clinical training and reduction of probable problems in the clinical environment.

Study design

Qualitative research with the grounded theory approach was used as the appropriate method to answer the research question. Grounded theory approach is a deep study of clinical practices, behaviours, and attitudes of individuals and groups. Since grounded theory focuses on social processes and is related to the context, it is a suitable method to answer the research question and to describe the social processes lying in the data. 20

In this research, 19 nursing students as key informants were first selected based on purposive sampling ( table 1 ). Then, to complete the connections between the categories that emerged and to extract the process in the data, four instructors ( table 2 ) and three clinical nurses ( table 3 ) were interviewed based on theoretical sampling until data saturation was achieved. The selection criteria for nursing students included internship experience in clinical learning environments and willingness to participate in the research and to express their personal experiences. It should be noted that the instructors and nurses had at least 5 years of work experience.

Characteristics of the students participating in the study

Characteristics of the instructors participating in the study

Characteristics of the nurses participating in the study

Data collection

Semistructured personal interviews were used to collect data from the students, instructors and nurses from October 2014 to May 2017. The interviews were decided to be conducted at Shiraz Faculty of Nursing and to last between 40 and 70 min, as agreed by the participants. It should be noted that five nursing students were interviewed twice.

The interviews began with the following questions: ‘What did you experience after entering the clinical leaning environment’, ‘What happened during your clinical practice’, ‘How did you feel at that time’, and ‘What did you do’. The instructors and nurses were also asked to share their experiences about exposing students to the clinical learning environment. The interviews were recorded and transcribed. Field notes and observations were employed as well.

Data analysis

Data collection and analysis were performed simultaneously using Strauss and Corbin’s approach. In this method, the data were examined several times and analysed (as in the example in table 4 ) using the three steps of open, axial and selective coding until theoretical saturation was achieved. The data were collected by the authors (ZM, NJ and MNK). All authors participated in the data analysis; they talked about the codes and categories and reached an agreement. Data analysis was conducted during the data collection process as follows. At the beginning, the audio files of the recorded interviews and observations were transcribed. In the analysis for open coding, the texts of the interviews and observations were read several times and the main concepts were extracted and coded. After this, similar codes were placed in one category by constant comparison. In axial coding, the initial categories formed in the open coding were compared, and those that were similar to each other were rooted in a common axis. At this stage, the categories were related to their axial categories in order to provide more precise and complete explanations of the phenomenon. In the third step or the selective coding, constant comparison was used to determine the relationships among the categories and to search for the process involved in the data. The researchers also looked for the core variable and the existing process in the data. 21 Memoing and diagramming were used as well.

An example of data analysis

Regarding the trustworthiness of the data, credibility was established through member check, data collection triangulation and prolonged engagement. In this regard, the texts of the interviews and the derived codes were returned to the participants (n=10) and they were asked to comment on the researchers’ perceptions of their statements and to correct any variations. Indeed, peer check was performed by five expert supervisors of nursing and experts in qualitative research. They also supervised the process of interviewing, coding and categorisation. Moreover, maximum variation of sampling (in terms of sex and academic term) enhanced the confirmability and credibility of the data. 21

Patient and public involvement

Patients were not involved in this study. The study participants included nursing students, instructors and clinical nurses.

The findings of the present study ( figure 1 ) showed that, due to the inadequacy of the clinical environment, nursing students were faced with confusion of identity and stated this as their main concern. Students in confrontation with this concern used two sets of strategies according to the condition. Some of these strategies prevented them from getting into unpleasant situations. These strategies did not help students solve their problems and prevented them from accepting their professional roles and responsibilities. On the other hand, some other strategies promoted the students’ professional development and helped them better embrace their clinical environment and professional responsibilities. Supportive systems in this process would also facilitate students’ professional development.

Nursing students’ experiences and strategies in the clinical learning environment.

Inefficient educational context

When in clinical training environment, nursing students realised that it lacked the required efficiency. Inefficient educators, unfavourable educational plans and inappropriate clinical environment were the components of this inefficient educational context.

Inefficient educators

According to students’ experiences, some instructors and nurses did not have adequate efficiency to educate students and transfer knowledge to them. Some instructors’ failure to provide sufficient details on medications, procedures and required care was among the items mentioned by the students.

…In one of the internships, the teacher provided us with no explanations on what the medication was, how it was to be dissolved, and what complications it had… (S13)

Some instructors’ improper assessment of students, inflexibility, lack of experience, lack of clinical skills and failure to respond to students’ questions were other items stated by the students.

…Master students are now set as instructors. They neither have sufficient knowledge, nor do they know how to communicate and teach… (S5)

Furthermore, some nurses in clinical environments were not able to respond to students’ questions properly.

Unfavourable educational planning

Lack of correspondence between the length of internship courses and the specified objectives, as well as between the times of theoretical and practical courses, resulted in students encountering challenges when in the clinical environment.

In the same term that we have orthopedics, we have to attend internship at that department. Before learning about the diseases and care, we are encountered with patients at the ward, which causes us not to learn well… (S18)

Based on the students’ experiences, educational focus on performing routine tasks and repetitive departments in different internships restricted the opportunity to learn more.

…We haven’t seen many cases at all; we go to the department and everything is repeated… (S4)

From the students’ perspective, limitations in the curricula deprived them of the requirements for entering the clinic in terms of knowledge and clinical and communication skills. Furthermore, admission in nursing profession with no regard to the correspondence between the students’ characteristics and the field, or its mandatory or blind selection by some students, made them spiritually unprepared to attend clinics and receive the required instructions.

Inappropriate clinical environment

Some nurses’ negative attitudes towards the students’ presence in the department, lack of support, and nurses’ and patients’ mistrust caused an unsupportive atmosphere in clinics, which was very unpleasant to the students.

…Well, they (nurses) are biased, saying ‘oh, students are there again!’…Then, they always seek for problems with our work… (S10)

Students observed unpleasant interactions in clinical departments that challenged them. They kept complaining about the nurses’ neglect or indifference towards them, as well as the staff’s non-cooperation.

…Department nurses behave so badly, just as if you’re saying something bad to them. They don’t cooperate at all. (S16)

Furthermore, educational injustice and discrimination between nursing and medical students were major problems in clinical learning environments.

…I was reviewing a patient’s record when the nurse took it away from me very roughly. She would say nothing to a medical student though… (S5)

Moreover, lack of facilities and unavailability of the needed equipment led to waste of time and delay in patient care; such an educational environment was unpleasant to the students. Nurses also found the physical space inappropriate to the number of students in the department.

Confusion of identity

There was no clear description of tasks for nurses and students, which was why they did not know what they were responsible for. Non-professional tasks performed by nurses, for instance, caused a negative attitude towards nursing and confusion about its functions.

…We do things at the department that attendants are responsible for; for example, when patients want us to clean their beds…. (S4)

Furthermore, the mismatch between expectations and reality and the difference between what they have been taught in classrooms and what they observe in clinical environments intensified the confusion. Instructors’ and nurses’ different expectations also increased the confusion and conflicting roles.

…We instructed a student how to communicate with the patient and go through the nursing process. The student was explaining to the patient, but the nurse said there was no need for too much explanation… (I2)

Nurses with negative attitudes towards their career brought this attitude to the students and doubted them in accepting their role as a nurse.

… Nurses themselves keep telling me ‘what a pity you selected this field’. They speak ill of it…They are by no means motivated, they keep groaning at departments. Then, how can I have a positive attitude towards nursing… (S17)

…I feel that nurses are treated like servants, which is not at all the case. A nurse also studies, as in all other fields, and what she does is scientific… (S10)

These factors caused nursing students in clinical environments to change their attitudes towards nursing and be confused in accepting their professional identities.

Emotional flares

When confronted with the problems and challenges in educational opportunities and clinics, students were faced with psychological problems, fear and stress. Their fear and stress in clinical learning environments could be rooted in the unknowns, equipment and fear from harming the patients.

…There were lots of dressings and lots of things connected to them (the patients). I had never seen these; it’s scary…I have no idea how to operate them; it’s so bad… (S16)

Another source of students’ fear in clinical learning environments was receiving negative feedback from instructors, patients’ companions or nurses.

…It has happened to me a lot…They shiver…I asked some and they replied ‘we’re afraid of being told that we are making mistakes’… (N2)

Hopelessness was another psychological reaction created under the influence of nurses’ attitudes. Discriminatory behaviours and an unsupportive atmosphere in clinical environments, as well as the negative attitude towards nursing students and nursery in clinical departments and the society, caused an inferiority complex, a sense of humiliation or deficiency in self-confidence in students. Furthermore, some nurse instructors’ unfriendly behaviours intensified these feelings.

…When instructors don’t talk to us and don’t treat us properly, we have no self-confidence to be able to serve patients; we are upset to the extent that we have no incentive to work… (S14)

The unsupportive, unfriendly atmosphere sometimes caused the students to cry or jitter.

Fluctuation of escape and promotion

Nursing students used two sets of strategies based on their conditions in the clinical environment as an inadequate educational context. Some of these strategies made it possible for them to escape from unpleasant situations. These strategies did not help students solve their problems and prevented them from accepting their professional roles and responsibilities. On the contrary, some other strategies promoted students’ professional development and helped them embrace their clinical environment and professional responsibilities and reduce negative emotional responses. In this study, fluctuation of escape and promotion was recognised as the core variable.

Sometimes, the students tried to deal with unpleasant behaviours by neglecting or staying silent in order to reduce tension and stress and to avoid the increase of such behaviours.

…Whenever we enter the department, nurses say ‘the clumsy are there again,’…We said nothing, kept silent, and just stopped and looked… (S8)

Some students tried to avoid the nurses’ unpleasant, destructive behaviours. They also tried not to get stuck in situations that required knowledge and skills to prevent stress and irritation.

…I can’t perform electrocardiography and get stressed when I need to do it…I don’t select a patient for whom I have to do so; I avoid these opportunities in order not to get stressed… (S18)

However, the students sometimes chose a different method; they denied the reality, that is, lack of knowledge and skills, and tried to pretend that they held high skills or the required knowledge for caretaking.

…I never admit that I don’t know something…either to a teacher or to a patient…never…I don’t know, in fact, and I’m also stressed… (S1)

Escaping from responsibility was another strategy, which was sometimes adopted by the students. Lack of correspondence between the students’ personalities and the field also resulted in escape from responsibilities. This was manifested as a waste of time or failure to do the assignments through which the students tried to encounter the unpleasant conditions in the clinical environments.

…Students really come to the department and don’t work willingly; they always seek for a way to escape…They attend the department conference, but they aren’t prepared; they make excuses… (I1)

Efforts for promotion

Some students used a strategy to grow and promote due to a sense of internal commitment as well as the need for understanding and improving their practical skills. In this way, support from nearby people, including peers and instructors, was helpful. They tried to find themselves in the environment and to understand who they are, what their duties are, and how they can establish a relationship and gain the trust of patients and nurses. In this way, the students tried to better understand their roles and responsibilities and to increase their practical knowledge and skills. Therefore, they identified some nurses and educators with high care and skill levels and good relationships as their models to improve their performance and reduce the stress caused by their lack of knowledge and skills.

…I definitely choose the instructor with proper behavior as my role model, and try to learn from her… (S16)

Furthermore, some students tried to be responsible towards the patients due to their intrinsic sense of commitment and made efforts to gain patients’ trust and satisfaction and provide better care. Thus, they overcame their lack of interest and incentive, and they satisfied themselves and promoted their own performance.

…even if I’m not interested in nursing, I try to do my job properly to satisfy the patients since I feel responsible now; this makes me interested at least… (S1)

Search for information was another important measure taken by the students to manage the stress that resulted from unpreparedness and fear.

The students stated that they used support from their friends, peers and some instructors to reduce their psychological problems and overcome their fear and negative feelings towards clinical environments, so that they could appear with confidence and perform the assigned tasks.

The findings of this study expanded nursing students’ main concern in the clinical education environment and the overall strategies used to deal with it.

It is one of the instructors’ and nurses’ important obligations to provide nursing students with training and support on entry in clinical environments and help them accept their roles as nurses. However, the findings of the present research, as well as those of some other studies, have indicated that nurse instructors and nurses lacked the required efficiency, knowledge and skills for training students. 22 23 Furthermore, the results of the present study demonstrated that defects in educational planning reduced the students’ preparedness to enter the field. The wide gap between theoretical and clinical education results from educational planning methods in the field. 24 The results of the research by Pourghane 23 indicated that repetitive topics in clinics resulted in negative clinical experiences, and this had to be taken into consideration.

Students enter clinics with insufficient preparedness and with their own conceptions of clinics and nursing. They discover conflict between their expectations and learnt subjects and the reality in clinics once they are encountered with an unsupportive atmosphere, nurses’ negative behaviours and attitudes, and so on. This finding is in line with those of other studies. 14 25  Abazary et al 26 stated that nursing students’ entry into clinical environments caused interference between their and nurses’ responsibilities and the resultant problems. Factors causing problems between students and the department staff include lack of correspondence between education and treatment, rejection of criticism, insufficient equipment provided to students and failure to consider the students’ list of responsibilities.

Improper clinical work environments and lack of correspondence between reality and the students’ preconceptions resulted in nursing students’ negative view of their career and the decision to quit. 17 This is a major reason for quitting the career and withdrawing from the field after entering clinical environments. 27 Nonetheless, most students enter nursing profession with positive attitudes towards the values of caretaking and expect to learn it as a caretaking career. 28 Of course, students’ personality traits are of great importance with regard to their preparedness to work in clinical environments and their role as nurses. Iranian university entrance exam only assesses participants’ theoretical knowledge and educational talent. A study conducted in Iran demonstrated that 44% of students did not hold personality traits appropriate to the nursing career, and about 77% of them had little knowledge of the field when selecting it. 29 Therefore, an important point for admitting students to this field is to assess its correspondence with their personality traits. Another important factor in the students’ achievement of nursing purposes and proper professional performance is to establish good relationships with the treatment team. However, students hardly have such experiences and consequently encounter conflicts in accepting their profession. 30

The interpersonal relationship between the instructors and clinical nurses and the students plays an important role in the development of students’ personal and professional identities. 31 Furthermore, instructors’ and clinical nurses’ negative relationships with and behavioural and verbal aggression towards students are a major factor in the development of stress in students, creating a sense of inefficiency and disqualification. 32 Establishing proper relationships with students and supporting them in clinical environments both facilitate the learning process and result in professional socialisation. 33

When confronted with stressful, unpleasant factors in clinical environments, students try to use coping strategies. 34 Some studies have demonstrated that students tended to use positive 35 or avoidance strategies. 36 37 Coping strategies including transference, staying optimistic and problem-solving were other solutions to reduce students’ stress. 34 Gaining support from friends has also been one of the most important strategies employed by students. 37 According to the results of the study by Vaghee et al 38 , training in communication skills reduced the employment of the ‘escape from troublesome situations’ and avoidance strategies, and could enforce the ‘seeking for social support’ strategy, increase efforts to obtain information and emotional support from others, and increase the employment of ‘responsibility’ and ‘problem solution’ strategies, as well as analytical efforts to solve problems in stressful situations.

It is essential that health and education policymakers have a special focus on improving clinical environments and educational contexts. Identifying professional models and increasing their influence on management, education and clinical education, as well as teaching positive and constructive strategies, help strengthen and promote positive strategies in coping with inadequate educational contexts.

Limitations of the study

This study only focused on discovering the experiences of Iranian nursing students, clinical nurses and instructors. Thus, further studies in other cultures are needed to make the results more generalisable.

The present study showed that continued attention is required to minimise unsupportive atmosphere in the clinical environment, as well as negative attitudes towards nursing students and nursing profession in clinical departments and the society. In this context, educators and nurses should be aware that they, as proper role models, can motivate students and enhance their clinical knowledge and skills. In addition, educators and nurses can be effective in helping nursing students properly confront the challenges of the clinical environment. Use of constructive strategies that lead to professional development of nursing students should be enforced with the necessary instructions, and at the same time faculties and clinical environments are coordinated. In this way, clinical authorities are informed about students’ expectations and clinical environments are improved, eventually enhancing students’ preparedness and capabilities before entering the clinics.

Supplementary Material

Acknowledgments.

This article was extracted from the PhD dissertation written by NJ. The authors would like to thank Ms A Keivanshekouh at the Research Improvement Center of Shiraz University of Medical Sciences for improving the use of English in the manuscript.

Contributors: Study design and conception: MNK, NJ, ZM, FS, CT. Data collection: MNK, NJ, ZM. Data analysis and interpretation: MNK, NJ, ZM, FS, CT. Manuscript writing: MNK, NJ, ZM. Critical revision of the manuscript: MNK, NJ, ZM, FS, CT. Final approval of the manuscript: MNK, NJ, ZM, FS, CT.

Funding: This article was financially supported by the Shiraz University of Medical Sciences (grant no 93-7126).

Competing interests: None declared.

Ethics approval: This study was approved by the Research Ethics Committee of Shiraz University of Medical Sciences (EC-93-7126). After the purpose was stated and the methodology was described, written informed consent was obtained from all participants. In all research steps, confidentiality was observed and codes were used to refer to the participants for reporting the findings (S1, N1, I1 and so on). Furthermore, the participants were ensured that they could withdraw from the study at any time. The characteristics of the participants have been presented using code identifiers (S, student; N, nurse; and I, instructor).

Provenance and peer review: Not commissioned; externally peer reviewed.

Data sharing statement: No additional data are available.

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Fowler J From staff nurse to nurse consultant: Academic essays part 7: demonstrating depth of writing. Br J Nurs. 2021; 30:(2) https://doi.org/10.12968/bjon.2021.30.2.132

Academic essays part 9: Use of your own experience

John Fowler

Educational Consultant, explores how to survive your nursing career

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One of the hardest aspects of essay writing for many students is when and how they should use their own clinical experience in an assignment. Junior students who are excited by their first clinical placements are often eager to describe their experience and senior nurses on master's courses may feel that their wealth of clinical experience should form the focus of essays.

Is clinical practice relevant?

As discussed in previous articles in this series (Fowler, 2020), the foundation of an assignment should be the critical appraisal of relevant evidence-based literature. This is something that the junior nursing student has to grapple with in their initial assignments because the temptation can be to simply describe what happened to a single patient they have nursed.

Lecturers guiding the student often have to repeat and reinforce the need to ‘come from the literature’ not from opinions. Such is the emphasis given to this perspective that many students, and even some lecturers, are left with the ‘rule’ that you should not use clinical experience at all in an academic essay. But nursing is a practice-based profession and we must learn how to incorporate our experience into evidence-based practice.

How not to use clinical experience in an academic essay

A common mistake made by junior nursing students is to write an assignment based on their own opinions, some random clinical observations and a superficial reference to a few articles. This is a formula for failure. A mistake that some qualified nurses make on master's assignments is that they want to use a particular perspective, gained from their experience, as the basis of the assignment, using selected literature to support their opinions—again, a formula for failure. Consider the following example that typifies numerous examples that I have read in assignments. ‘In my experience, post-operative pain can be reduced if the patients are given a good understanding of what is going to happen to them on return from surgery. Smith (2019) agrees with this, as does Jones (2017).’

The student is using their experience to form an opinion and then finding some literature to support their view. The lecturer marking this essay will know that the general sentiments expressed in this sentence have a degree of truth, but that the academic foundation on which they are built is faulty. The student is first expressing an opinion and then finding a couple of pieces of literature to support their view. Consider the more extreme example: ‘Postoperative pain can be reduced if the patients are given a pink crystal to hold for 30 minutes prior to surgery. Smith (2017) agrees with this as does Jones (2019).’

Using clinical experience to comment on the literature

Nursing is a practice-based profession and one of the marks of the developing specialist is the appropriate use of previous experience to inform evidence-based practice. It is important to understand and be able to demonstrate this both in our clinical practice and in our academic writing. The way to do so is to use clinical experience to comment on evidence extracted from the literature.

Consider the following example. The first two sentences were written in part 7 of this series to demonstrate comparative analysis, the final sentence illustrates how you can use your clinical experience to comment on the published evidence.

‘Smith (2015), in a controlled study of 2000 patients and Brown (2016) in a qualitative study interviewing 15 postoperative patients both identified written information as an important factor in their conclusion that preoperative information reduces the experience of pain postoperatively. Interestingly, both of these studies focused on women, whereas a similar, smaller controlled study by Taylor (2016) focusing on male surgical patients found little significant effect on pain reduction. The author's experience of having worked as a charge nurse for the past 5 years on surgical wards for both male and female patients is that both male and female patients who are given appropriate preoperative information appear to have a reduced need for higher doses of analgesia, suggesting that this is a complex multifactorial area requiring further controlled studies.’

You can see from the last sentence above that the student's experience is being used in a similar way to an additional piece of literature. The credibility of the experience is demonstrated, ie 5 years' experience as a charge nurse in surgical wards, followed by the clinical observations, followed by a discussion point. Note that it does not say: ‘Based on my experience, Smith and Brown are right and Taylor is wrong.’ A junior student might add a sentence, saying: ‘In the author's experience during their first student clinical placement on a male surgical ward, I observed that patients were routinely given verbal and written preoperative information relating to postoperative pain experience and several, but not all, patients appeared to find it useful when I subsequently discussed their experience of pain with them.’

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Clinical Learning Experience of Nursing Students

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Published: Aug 31, 2023

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Table of contents

Purpose and objectives of clinical learning, hands-on skill development, critical thinking and decision-making, patient interaction and communication, interprofessional collaboration, professionalism and ethical practice, challenges and reflections in clinical learning, faculty and preceptor roles in clinical education, impact of clinical learning on future nursing practice, conclusion: shaping competent and compassionate nursing professionals.

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How to write about your most meaningful medical experience

The AMCAS allows medical school applicants to select three activities as your “most meaningful” activities, and provides applicants with 1325 characters to describe why. A meaningful activity can represent something different for every applicant, but should generally encompass activities that have significantly impacted your personal development and desire to pursue medicine. In general, it is advisable for at least one of these activities to be a clinical experience in order to provide evidence of your dedication to medicine. Here are some tips for writing a "most meaningful experience" essay about a clinical experience that will be sure to capture your reader’s attention.

Tip 1: Organize your narrative. 

This essay is an opportunity to present a unique facet of your personality and skill set to the admissions committee. Before you begin writing, brainstorm what attributes you want to shine through in this essay. For example, you could demonstrate your dedication to service by describing a time you went above and beyond for a patient. Alternatively, you could showcase your problem solving skills by describing a challenge you identified and addressed in a clinical setting. Make sure the message you convey is distinct from that of your personal statement. 

Tip 2: Avoid using shadowing as a most meaningful activity. 

While shadowing can be an incredibly impactful experience on aspiring medical students, it is an inherently passive activity that doesn’t add much depth to your personal narrative. Reserve your "most meaningful experience" essay for experiences that highlight an active role in the clinical setting. Some examples of clinical experiences include volunteering, scribing, or providing patient care as part of a healthcare team. 

Tip 3: Know your audience. 

The person reading your application may be a current medical student or faculty member; in any case, they will be deeply familiar with the field of medicine. Avoid being too simplistic about common medical concepts. Additionally, refrain from being too critical about medicine; though our healthcare system has lots of room to grow, this may subconsciously alienate your reader. That being said, free to include statements about how you hope to leave your impact on medicine! 

Tip 4: Briefly describe the experience. 

At the beginning of this essay, briefly describe the experience in more detail than in the main activity description. Make sure to include any honors, awards, publications, or leadership positions you received as part of the activity. Try to keep this section short so you can focus on the impact that this experience had on you.

Tip 5: Tell a story. 

The key to this essay is showing the reader how this experience impacted your personal growth. Refrain from merely stating the strengths and attributes you gained from the experience; instead opt for providing rich, descriptive anecdotes that actively convey this message. This is a great place to include a story about a particularly impactful patient or physician you worked with (making sure to de-identify all personal information). Make sure to include any lessons or takeaways from this experience. Convince the admissions committee that you are prepared for the rigors of pursuing a career in medicine, and showcase what sets you apart!

Simran is pursuing a combined MD/PhD in the Harvard-MIT MD program and Immunology PhD program. Previously, she was a research technician at Fred Hutch, where she helped design novel protein-based cancer therapeutics and a SARS-CoV-2 vaccine.

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The Importance of Clinical Experience

April 7, 2020

View all blog posts under Articles | View all blog posts under Family Nurse Practitioner | View all blog posts under Master of Science in Nursing

For nearly all professionals outside of healthcare, internships are a rite of passage along the way toward a higher education degree or post-graduation employment. For nurses, however, the traditional “internship” has a different spin: clinical experience. For all intents and purposes, clinical experience is to nurses what an internship is to business students, and clinical experiences for nurses provide important insight and practice that may improve patient care in the future.

Clinical Experience is a Requirement for Higher Education

While an internship for a non-healthcare position is highly recommended, clinical experience for nurses is compulsory. Accredited nursing programs across the U.S. include clinical experience as a requirement for graduation, both at the bachelor’s and master’s levels.

According to a white paper published by the American Association of Colleges of Nursing (AACN), hands-on job experience prepares nursing students for a diverse patient-care environment in a variety of settings. This is due to the broad field of nursing as a whole – there are many specialties, care settings, positions, and more – and no two days are alike. Clinical experience before entering the professional world in full provides a vast wealth of knowledge to nursing students.

A separate paper from the AACN highlighted a number of the goals of clinical experience for master’s nursing students. At this level, students are expected to:

• Partake in quality care initiatives
• Participate in or lead inter-professional care teams
• Collaborate in care services across multiple healthcare departments
• Implement learned knowledge and behaviors into real-world scenarios

In supervised learning environments, nursing students can practice their skills and  hone key traits with real patients but under the watchful eye of tenured professionals. This safety net helps them develop a mastery of their skills faster than would be possible on their own, without sacrificing quality patient outcomes.

Broad Benefits of Clinical Learning for Nurses and Employers

Furthermore, one study, published in BioMed Central Nursing that surveyed more than 450 nursing students found that there was significant support offered for clinical learning in an education environment.

The study authors report that the surveyed nursing students were “highly satisfied” with the clinical learning environment. The factors that impacted satisfaction were the types of management and leadership and the presence of mentors. The more mentorship that was offered to students, the higher the overall student satisfaction of the clinical learning experience was.

A related benefit of clinical experience for nurses is a professional network. Hands-on learning will introduce students to supervisors, professors, and coworkers who may provide assistance during the job search. For example, students may work directly with an  experienced nurse leader  during their clinical experience, and that leader could become a mentor and provide a written recommendation or introduce the student to a job opening.

For nursing students, this effort is even more crucial as health organizations search for candidates to deliver quality patient care. Employers want to ensure that new hires can operate without the need for constant supervision, and clinical experience is a great way to learn how to be more independent on the job, while still having supervision from a preceptor to ensure that all the proper steps are taken for quality patient care.

Students with ‘Internships’ Have Higher Satisfaction in their Positions

Clinical experience can facilitate the transition between student and professional, working nurse. Students will get to experience what it’s actually like on the job and see if it aligns with their interests before committing to a specific nursing focus or clinical setting.

A number of health care institutions are offering programs to make up for regional and national nurse shortages while enabling a smooth transition into the clinical practice. Seton Healthcare Family in Texas, for example, established a residency program in 2007 to help recruit nurse practitioners and retain them more effectively.

The residency program included:

• An 18-week program
• Supervised clinical experience
• A mentorship program
• Student evaluation and assessment

This effort reduced the turnover rate of new hires in the facility and helped students adapt to the environment. Experience such as this may help nurses better understand what is expected of them in their jobs and attain higher satisfaction in their career outcomes.

Nursing Students Will Learn How to Work Effectively

When entering a new job, there’s a sense of excitement and surprise at every turn. Challenges will emerge unexpectedly, and it’s up to professionals to overcome them and use what they learned to shape themselves as nurses. Clinical experience help nursing students become accustomed to high-stress moments. This experience will enable them to hone their preparation skills and reflexes to ensure that they’re ready for anything.

Although no day as a nurse is the same, nurses often develop a routine. Responsibilities might revolve around repeat actions, such as making rounds to visit patients and administering necessary care. Clinical learning is important to train nurses how to handle both the routine and high-stress elements of the job without negatively impacting patient outcomes.

Bedside Manner can Significantly Improve

A big part of a nurse’s role is to talk with and care for patients. As an “intern” in a clinical learning setting, students should try to know the patient as best they can, Medical School HQ suggested. This will help them give relevant information during daily and weekly conferences and consult on the plans for care.

A study conducted by Vanguard Communications found that most patients had no problems with the level of health care received. Instead, common complaints centered on communication, wait time, and bedside manner. Of the study group of patients most satisfied with their medical experience, 40 percent listed bedside manner as their biggest complaint, ahead of all other options.

Nurses are essential for understanding the patient’s condition, planned procedures and why these strategies are being pursued. Without this information, medical errors can occur. The patient should always come first, and interactions as part of clinical experience will serve as important learning opportunities.

About Duquesne’s Online Master of Science in Nursing (MSN) Program

The Duquesne University School of Nursing is top ranked in U.S. News and World Report’s 2017 Best Online Graduate Nursing Programs. The MSN program offers three areas of specialization: Forensic Nursing , Family Nurse Practitioner , and Nursing Education and Faculty Role .

Nurse.com, “How to apply for nursing internships and why it’s so important” Medical School Headquarters, “Ten Tips for Successfully Starting your Intern Year” American Association of Colleges of Nursing, “Resources” BioMedical, “Nursing students’ satisfaction of the clinical learning environment: a research study” Advisory Board, “Patients’ top complaint? It isn’t doctors or nurses, study finds”

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My First Week of Clinical Experience, Essay Example

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My first week of clinical experience at the Oncology/Med-surge floor was quite different from what I expected. On the first day, we immediately had six patients, with two being post-ups and the other four being surgeries. We were told that the activity was typical for a busy floor, so we braced ourselves for the remainder of the week. However, what surprised me most was that my preceptor seemed to have a hard time having a student around. He would sometimes disappear and perform tasks without me, which made me feel like he thought that I was slowing him down. At times, he would ask me to stay at the nursing station while he made rounds, telling me to wait for a doctor to call back, or he would ask me to wait for the tubing system to deliver patient’s labels. At one time, I reasoned that the tubing system was really loud and that when it delivered something we would clearly be able to hear it inside a patient’s room. I offered to go with him so that I can set up the IV pump for an ordered antibiotic for the patient.

In another incident, he did not want me to start an IV even though the patient was not hard to stick and I could easily spot a good vein. For some reason I could not understand, he asked me to stay out of the room. I stayed out of his way after I realized that he could be really nervous about a student being around while he was going about his work. When he was done and away from his patients, I felt that it was important for me to understand what just happened, and so I asked him politely about it. To my relief, he started being honest with me and admitted that he really was just nervous because he felt that it was not a good idea for a student to watch him in case he was not successful. He followed up his explanation with a joke and that smoothened out the awkwardness. I reassured him that it was alright, and that we all have our moments. I told him that nobody was perfect, not even the swat nurses and that I needed to see everything he does whenever possible because that was how I would learn. Although it was my first night and could just play observant, I preferred to grab every learning opportunity that I could get. All the time, I made sure to protect the safety of the patients and was very careful not to step out of my scope of practice. I just thought that it is better if I stepped up and acted as an extra resource for my preceptor and our patients. He kept apologizing for not meeting his duties as a preceptor and explained that it was an extremely busy night. I tried to reassure him that we have plenty of time to catch up and that I was not just some greenhorn student. I explained that I was almost graduating and that he could trust me and give me more tasks. That way, I could help him take care of our patients and not just follow his actions on every single task. The second night was also busy but he still just assigned me to simple tasks. I was really confused; I remember thinking that he seemed like a very knowledgeable nurse, and wondering why he did not feel comfortable sharing what he knows to a student who is in her last rotation! I really wanted to go over things with him. Instead he would tell me to look at the charts. He would not mind me sitting on the computer for hours reading charts if I agreed to it! I could literally say it took 2 days and half for this guy to start warming up to me. Finally on my third day, he gave me more autonomy.  I took care of two patients completely, performing head to toe assessment, administering medications, and setting up IV pumps with primary and secondary lines. I helped him with other patients by answering call lights, following up with orders and reminding him what meds were due throughout the night for our patients. He double checked everything I did which is good because I just needed the opportunity but I knew that I must have him there to make sure that I was doing things right especially in administering meds. So the next morning, I left the floor with my head up and felt like I was already a nurse who could really take care of my patients independently, as long as I was given the opportunity and trust to do so by my preceptor. I even felt great because I honestly thought that he purposely put me through this test to see if I would suck it up and deal with his challenges! However, I wonder how another student with less hospital experience than me would fare if he or she was put in my position for the first 2 and a half days that I narrated. I guess this is an example of the common saying that “old nurses eat their young”.

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